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The simulations show that the effect of pro-drop on language learnability is limited as long as some morphological marking is present. Contrary to expectation, rich agreement markers are no more useful in the simulations than nominal case markers or verbal Tense/Aspect/Modality markers. In the absence of morphological xviii marking, however, pro-drop leads to severe learnability problems in the simulations: overall performance on this language type is significantly worse (Experiment 1); additional exposure to language data is not as useful as with other types (Experiment 2); novel words are more problematic in this type (Experiment 3); and noun/verb homonyms also decrease performance for this type (Experiment 4). An analysis of the simulations shows that the main problem is accurately distinguishing nouns from verbs. These results suggests that the combination of pro-drop and no morphological marking should be unattested among natural languages. To test this hypothesis we first survey various creole languages as they are SVO and typically lack morphological markers. However, cross-linguistic data shows that creole languages do not allow pro-drop unless they have also developed agreement markers. We then discuss Mandarin Chinese because it allows widespread pro-drop and features only minimal morphological marking. A closer look at the language reveals that Mandarin provides quite reliable cues for identifying nouns and verbs in the language. Crucially, these cues are acquired very early by children learning Mandarin. Similarly, children only very rarely use nouns as verbs (or vice versa)unlike in English where pro-drop is not possible. Two other unusual properties of Mandarin Chinese that are also compatible with our experimental results are the relatively early acquisition of verbs and the presence of relatively frequent noun/verb homonymy. Mandarin is thus not a counterexample to the results of the simulations. We end by situating our work in relation to various other approaches, such as the Competition Model, Optimality Theory, and probabilistic linguistics. 2.2.1 NOMINAL CASE MARKERS Morphological case is a system to mark a dependent nouns for the type of relationship it has to its head (Blake 1994). 2 These heads can be prepositions or other nouns, but most often are verbs which need to have their argument slots filled. The types of relationships which case can potentially express are legion, so it is not surprising that no two languages use case-marking in the same way. Some languages such as Mandarin Chinese do not have any case-marking at all. Others, such as Daghestanian languages, use them in abundance, often displaying over 50 cases if all local forms are counted (see Comrie and Polinsky (1998) for discussion). There are a few cases which appear in most of the world's languages, because they are used to identify the core participants in events and can thus be used to determine 'who did what to whom'. 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We demonstrate the power of harnessing linguistic knowledge as priors within Adaptor Grammars in a minimally-supervised learning fashion. We introduce two types of priors: 1) grammar definition, where we design language-specific grammars; and 2) linguistprovided affixes, collected by an expert in the language and seeded into the grammars. We use Japanese and Georgian as respective case studies for the two types of priors and introduce new datasets for these languages, with gold morphological segmentation for evaluation. 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What does coordination look like in a head-final language?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/115623429/4_What_does_coordination_look_like_in_a_head_final_language">4. What does coordination look like in a head-final language?</a></div><div class="wp-workCard_item"><span>Converging evidence in language and communication research</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Theories of clause linking treat coordination and subordination as mutually exclusive. In this pa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Theories of clause linking treat coordination and subordination as mutually exclusive. In this paper, we examine a case where the surface distinction between coordination and subordination is obscured. Concentrating on the -ko construction in Korean, we show that a clause chain can be structurally ambiguous – it can either have all the properties of a coordinate structure or all the properties of a subordinate structure. The choice between the two types is determined by the construal of the events in question as parallel (coordination) vs. causal/sequential (subordination). We present diagnostics for determining subordination vs. coordination and show a correlation between syntactic and semantic properties involved in such structures.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115623429"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115623429"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115623429; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115623429]").text(description); $(".js-view-count[data-work-id=115623429]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115623429; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115623429']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 115623429, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=115623429]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115623429,"title":"4. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106769928"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/106769928/The_Oxford_Handbook_of_Languages_of_the_Caucasus"><img alt="Research paper thumbnail of The Oxford Handbook of Languages of the Caucasus" class="work-thumbnail" src="https://attachments.academia-assets.com/105784898/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/106769928/The_Oxford_Handbook_of_Languages_of_the_Caucasus">The Oxford Handbook of Languages of the Caucasus</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This Handbook offers an introduction to the linguistically diverse languages of the Caucasus, spo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This Handbook offers an introduction to the linguistically diverse languages of the Caucasus, spoken in southern Russia, Georgia, Azerbaijan, and Armenia. Three indigenous language families of the area include Nakh-Dagestanian, Northwest Caucasian (also known as Abkhaz-Adyghe), and South Caucasian (also known as Kartvelian). Languages of the Caucasus display a number of cross-linguistically unusual features rarely found elsewhere. The Handbook presents descriptions of language families of the area and individual languages within these families, with the linguistic profiles enriched by demographic and sociolinguistic research. In addition, the Handbook delves more deeply into theoretical analyses of linguistic features, such as sound systems, agreement, ellipsis, and discourse properties, which are found in some languages of the Caucasus.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a9bbd5f70156cf9d30c3b9f6f5bc55ac" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105784898,"asset_id":106769928,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105784898/download_file?st=MTczMzM0ODA1OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106769928"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106769928"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106769928; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106769928]").text(description); $(".js-view-count[data-work-id=106769928]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106769928; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106769928']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 106769928, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a9bbd5f70156cf9d30c3b9f6f5bc55ac" } } $('.js-work-strip[data-work-id=106769928]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106769928,"title":"The Oxford Handbook of Languages of the Caucasus","translated_title":"","metadata":{"abstract":"This Handbook offers an introduction to the linguistically diverse languages of the Caucasus, spoken in southern Russia, Georgia, Azerbaijan, and Armenia. Three indigenous language families of the area include Nakh-Dagestanian, Northwest Caucasian (also known as Abkhaz-Adyghe), and South Caucasian (also known as Kartvelian). Languages of the Caucasus display a number of cross-linguistically unusual features rarely found elsewhere. The Handbook presents descriptions of language families of the area and individual languages within these families, with the linguistic profiles enriched by demographic and sociolinguistic research. In addition, the Handbook delves more deeply into theoretical analyses of linguistic features, such as sound systems, agreement, ellipsis, and discourse properties, which are found in some languages of the Caucasus.","publisher":"Oxford University Press","publication_date":{"day":null,"month":null,"year":2021,"errors":{}}},"translated_abstract":"This Handbook offers an introduction to the linguistically diverse languages of the Caucasus, spoken in southern Russia, Georgia, Azerbaijan, and Armenia. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106769927"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/106769927/Form_Focused_Instruction_in_the_Heritage_Language_Classroom_Toward_Research_Informed_Heritage_Language_Pedagogy"><img alt="Research paper thumbnail of Form-Focused Instruction in the Heritage Language Classroom: Toward Research-Informed Heritage Language Pedagogy" class="work-thumbnail" src="https://attachments.academia-assets.com/105784899/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/106769927/Form_Focused_Instruction_in_the_Heritage_Language_Classroom_Toward_Research_Informed_Heritage_Language_Pedagogy">Form-Focused Instruction in the Heritage Language Classroom: Toward Research-Informed Heritage Language Pedagogy</a></div><div class="wp-workCard_item"><span>Frontiers in Education</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="eeb686316186ddcd653aa4ab244c29d8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105784899,"asset_id":106769927,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105784899/download_file?st=MTczMzM0ODA1OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106769927"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106769927"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106769927; 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Current heritage language pedagogical approaches focus primarily on the development of communicative (or functional) abilities of the heritage learners and on critical exploration of bilingual practices and identities. However, structural accuracy remains a persistent issue for heritage speakers, who do not always reach higher levels of proficiency in their heritage language (as measured by standard language proficiency tests). In this paper, we use the example of heritage Russian instruction in American college classrooms to argue for the critical role of form-focused instruction in teaching a heritage language, and in particular in bringing heritage learners to greater proficiency. The argument for the importance of formfocused instruction is based on the results of extensive linguistic research combined with insights from the currently available pedagogically oriented research. We formulate and discuss instructional methods that help educators (1) develop heritage learners' attention to grammatical form, (2) foster heritage learners' understanding of grammatical concepts, and (3) increase the learners' metalinguistic awareness. Given consistent parallels across different heritage languages, the methodologies developed for Russian learners can apply to other heritage language classrooms as well, with adjustments based on the sociolinguistic context of particular heritage languages.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Frontiers in Education","grobid_abstract_attachment_id":105784899},"translated_abstract":null,"internal_url":"https://www.academia.edu/106769927/Form_Focused_Instruction_in_the_Heritage_Language_Classroom_Toward_Research_Informed_Heritage_Language_Pedagogy","translated_internal_url":"","created_at":"2023-09-17T19:01:36.176-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":78480,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":105784899,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105784899/thumbnails/1.jpg","file_name":"pdf.pdf","download_url":"https://www.academia.edu/attachments/105784899/download_file?st=MTczMzM0ODA1OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Form_Focused_Instruction_in_the_Heritage.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105784899/pdf-libre.pdf?1695005945=\u0026response-content-disposition=attachment%3B+filename%3DForm_Focused_Instruction_in_the_Heritage.pdf\u0026Expires=1733266551\u0026Signature=GjVWnD4oB8~qEIucLyO1cV0X7rmavsmc5nwPTlA9-UBudKtGX7y2GlaKbGpX22jprCwvOLBkT87JcySR2br5ffkhx67jWTAWPnrXuzVWkpmOIT3GEXQ~O0WxTcBQL~K3BTG8ma07LswpE~HV2ZUjMiwDboXQT9VuID~ic5cBbFU3pkxbY3PEnAFaKKZIh2hjHHH51Iq3cU-Die0UK4O8jF~mvuQxDaEna7rCoiQMV0j0f4nmSKUmeS3PM-Cnk0SlS7xDCADYvZ3kcnxTGjxgiV4H7bfB8Vd0MoYZZoLQUmPtU34YOjrybOZdVjwDowRkRDPpxCqIYAbVdVtPtWAVLw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Form_Focused_Instruction_in_the_Heritage_Language_Classroom_Toward_Research_Informed_Heritage_Language_Pedagogy","translated_slug":"","page_count":10,"language":"en","content_type":"Work","owner":{"id":78480,"first_name":"Maria","middle_initials":null,"last_name":"Polinsky","page_name":"MariaPolinsky","domain_name":"harvard","created_at":"2009-11-05T19:46:04.675-08:00","display_name":"Maria Polinsky","url":"https://harvard.academia.edu/MariaPolinsky"},"attachments":[{"id":105784899,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105784899/thumbnails/1.jpg","file_name":"pdf.pdf","download_url":"https://www.academia.edu/attachments/105784899/download_file?st=MTczMzM0ODA1OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Form_Focused_Instruction_in_the_Heritage.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105784899/pdf-libre.pdf?1695005945=\u0026response-content-disposition=attachment%3B+filename%3DForm_Focused_Instruction_in_the_Heritage.pdf\u0026Expires=1733266551\u0026Signature=GjVWnD4oB8~qEIucLyO1cV0X7rmavsmc5nwPTlA9-UBudKtGX7y2GlaKbGpX22jprCwvOLBkT87JcySR2br5ffkhx67jWTAWPnrXuzVWkpmOIT3GEXQ~O0WxTcBQL~K3BTG8ma07LswpE~HV2ZUjMiwDboXQT9VuID~ic5cBbFU3pkxbY3PEnAFaKKZIh2hjHHH51Iq3cU-Die0UK4O8jF~mvuQxDaEna7rCoiQMV0j0f4nmSKUmeS3PM-Cnk0SlS7xDCADYvZ3kcnxTGjxgiV4H7bfB8Vd0MoYZZoLQUmPtU34YOjrybOZdVjwDowRkRDPpxCqIYAbVdVtPtWAVLw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":33372,"name":"Heritage language studies","url":"https://www.academia.edu/Documents/in/Heritage_language_studies"},{"id":437852,"name":"FRONTIERS","url":"https://www.academia.edu/Documents/in/FRONTIERS"},{"id":1183111,"name":"Heritage Language","url":"https://www.academia.edu/Documents/in/Heritage_Language"}],"urls":[{"id":33962879,"url":"https://www.frontiersin.org/article/10.3389/feduc.2020.00053/full"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106769926"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/106769926/A_roadmap_for_heritage_language_research"><img alt="Research paper thumbnail of A roadmap for heritage language research" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/106769926/A_roadmap_for_heritage_language_research">A roadmap for heritage language research</a></div><div class="wp-workCard_item"><span>Bilingualism: Language and Cognition</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Our keynote, “Understanding heritage languages” (Polinsky & Scontras, 2019), and the commentaries...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Our keynote, “Understanding heritage languages” (Polinsky & Scontras, 2019), and the commentaries to it make the following main points.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106769926"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106769926"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106769926; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106769925"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/106769925/Antipassive"><img alt="Research paper thumbnail of Antipassive" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/106769925/Antipassive">Antipassive</a></div><div class="wp-workCard_item"><span>Oxford Handbooks Online</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter presents typical properties of the antipassive, addresses its cross-linguistic distr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter presents typical properties of the antipassive, addresses its cross-linguistic distribution, and discusses main existing analyses. “Antipassives” are constructions in which the logical object of a transitive (two-place) predicate is not realized as a direct object, but instead appears as a non-core argument or left unexpressed (but presupposed). The morphological realization of the antipassive is more varied than is usually assumed; in particular, pseudo noun incorporation, true noun incorporation, and bi-absolutive constructions can instantiate the antipassive. The antipassive and the passive are not mutually exclusive; a number of examples in this chapter provide empirical evidence in support of antipassive/passive compatibility. The antipassive is not limited to ergative languages, although it may be more noticeable under ergative configuration.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106769925"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106769925"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106769925; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106769925]").text(description); $(".js-view-count[data-work-id=106769925]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106769925; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106769925']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 106769925, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=106769925]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106769925,"title":"Antipassive","translated_title":"","metadata":{"abstract":"This chapter presents typical properties of the antipassive, addresses its cross-linguistic distribution, and discusses main existing analyses. “Antipassives” are constructions in which the logical object of a transitive (two-place) predicate is not realized as a direct object, but instead appears as a non-core argument or left unexpressed (but presupposed). The morphological realization of the antipassive is more varied than is usually assumed; in particular, pseudo noun incorporation, true noun incorporation, and bi-absolutive constructions can instantiate the antipassive. The antipassive and the passive are not mutually exclusive; a number of examples in this chapter provide empirical evidence in support of antipassive/passive compatibility. 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Potential evidence for this analysis is rendered by agreement facts (the resultative form of ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Potential evidence for this analysis is rendered by agreement facts (the resultative form of the ... focus particle-kin, and (21), where it co-occurs with the contrastive topic particle-gon ... reflexive relation defined over a clause or do they cross clause boundaries (long-distance reflexives ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106769924"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106769924"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106769924; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106769924]").text(description); $(".js-view-count[data-work-id=106769924]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106769924; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106769924']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 106769924, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=106769924]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106769924,"title":"Constraints on Reflexivization in Tsez","translated_title":"","metadata":{"abstract":"... 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The simulations show that the effect of pro-drop on language learnability is limited as long as some morphological marking is present. Contrary to expectation, rich agreement markers are no more useful in the simulations than nominal case markers or verbal Tense/Aspect/Modality markers. In the absence of morphological xviii marking, however, pro-drop leads to severe learnability problems in the simulations: overall performance on this language type is significantly worse (Experiment 1); additional exposure to language data is not as useful as with other types (Experiment 2); novel words are more problematic in this type (Experiment 3); and noun/verb homonyms also decrease performance for this type (Experiment 4). An analysis of the simulations shows that the main problem is accurately distinguishing nouns from verbs. These results suggests that the combination of pro-drop and no morphological marking should be unattested among natural languages. To test this hypothesis we first survey various creole languages as they are SVO and typically lack morphological markers. However, cross-linguistic data shows that creole languages do not allow pro-drop unless they have also developed agreement markers. We then discuss Mandarin Chinese because it allows widespread pro-drop and features only minimal morphological marking. A closer look at the language reveals that Mandarin provides quite reliable cues for identifying nouns and verbs in the language. Crucially, these cues are acquired very early by children learning Mandarin. Similarly, children only very rarely use nouns as verbs (or vice versa)unlike in English where pro-drop is not possible. Two other unusual properties of Mandarin Chinese that are also compatible with our experimental results are the relatively early acquisition of verbs and the presence of relatively frequent noun/verb homonymy. Mandarin is thus not a counterexample to the results of the simulations. We end by situating our work in relation to various other approaches, such as the Competition Model, Optimality Theory, and probabilistic linguistics. 2.2.1 NOMINAL CASE MARKERS Morphological case is a system to mark a dependent nouns for the type of relationship it has to its head (Blake 1994). 2 These heads can be prepositions or other nouns, but most often are verbs which need to have their argument slots filled. The types of relationships which case can potentially express are legion, so it is not surprising that no two languages use case-marking in the same way. Some languages such as Mandarin Chinese do not have any case-marking at all. Others, such as Daghestanian languages, use them in abundance, often displaying over 50 cases if all local forms are counted (see Comrie and Polinsky (1998) for discussion). There are a few cases which appear in most of the world's languages, because they are used to identify the core participants in events and can thus be used to determine 'who did what to whom'. 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What does coordination look like in a head-final language?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/115623429/4_What_does_coordination_look_like_in_a_head_final_language">4. What does coordination look like in a head-final language?</a></div><div class="wp-workCard_item"><span>Converging evidence in language and communication research</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Theories of clause linking treat coordination and subordination as mutually exclusive. In this pa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Theories of clause linking treat coordination and subordination as mutually exclusive. In this paper, we examine a case where the surface distinction between coordination and subordination is obscured. Concentrating on the -ko construction in Korean, we show that a clause chain can be structurally ambiguous – it can either have all the properties of a coordinate structure or all the properties of a subordinate structure. The choice between the two types is determined by the construal of the events in question as parallel (coordination) vs. causal/sequential (subordination). 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Three indigenous language families of the area include Nakh-Dagestanian, Northwest Caucasian (also known as Abkhaz-Adyghe), and South Caucasian (also known as Kartvelian). Languages of the Caucasus display a number of cross-linguistically unusual features rarely found elsewhere. The Handbook presents descriptions of language families of the area and individual languages within these families, with the linguistic profiles enriched by demographic and sociolinguistic research. In addition, the Handbook delves more deeply into theoretical analyses of linguistic features, such as sound systems, agreement, ellipsis, and discourse properties, which are found in some languages of the Caucasus.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a9bbd5f70156cf9d30c3b9f6f5bc55ac" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105784898,"asset_id":106769928,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105784898/download_file?st=MTczMzM0ODA1OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106769928"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106769928"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106769928; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106769928]").text(description); $(".js-view-count[data-work-id=106769928]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106769928; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106769928']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 106769928, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a9bbd5f70156cf9d30c3b9f6f5bc55ac" } } $('.js-work-strip[data-work-id=106769928]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106769928,"title":"The Oxford Handbook of Languages of the Caucasus","translated_title":"","metadata":{"abstract":"This Handbook offers an introduction to the linguistically diverse languages of the Caucasus, spoken in southern Russia, Georgia, Azerbaijan, and Armenia. 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Current heritage language pedagogical approaches focus primarily on the development of communicative (or functional) abilities of the heritage learners and on critical exploration of bilingual practices and identities. However, structural accuracy remains a persistent issue for heritage speakers, who do not always reach higher levels of proficiency in their heritage language (as measured by standard language proficiency tests). In this paper, we use the example of heritage Russian instruction in American college classrooms to argue for the critical role of form-focused instruction in teaching a heritage language, and in particular in bringing heritage learners to greater proficiency. The argument for the importance of formfocused instruction is based on the results of extensive linguistic research combined with insights from the currently available pedagogically oriented research. We formulate and discuss instructional methods that help educators (1) develop heritage learners' attention to grammatical form, (2) foster heritage learners' understanding of grammatical concepts, and (3) increase the learners' metalinguistic awareness. Given consistent parallels across different heritage languages, the methodologies developed for Russian learners can apply to other heritage language classrooms as well, with adjustments based on the sociolinguistic context of particular heritage languages.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Frontiers in Education","grobid_abstract_attachment_id":105784899},"translated_abstract":null,"internal_url":"https://www.academia.edu/106769927/Form_Focused_Instruction_in_the_Heritage_Language_Classroom_Toward_Research_Informed_Heritage_Language_Pedagogy","translated_internal_url":"","created_at":"2023-09-17T19:01:36.176-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":78480,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":105784899,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105784899/thumbnails/1.jpg","file_name":"pdf.pdf","download_url":"https://www.academia.edu/attachments/105784899/download_file?st=MTczMzM0ODA1OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Form_Focused_Instruction_in_the_Heritage.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105784899/pdf-libre.pdf?1695005945=\u0026response-content-disposition=attachment%3B+filename%3DForm_Focused_Instruction_in_the_Heritage.pdf\u0026Expires=1733266551\u0026Signature=GjVWnD4oB8~qEIucLyO1cV0X7rmavsmc5nwPTlA9-UBudKtGX7y2GlaKbGpX22jprCwvOLBkT87JcySR2br5ffkhx67jWTAWPnrXuzVWkpmOIT3GEXQ~O0WxTcBQL~K3BTG8ma07LswpE~HV2ZUjMiwDboXQT9VuID~ic5cBbFU3pkxbY3PEnAFaKKZIh2hjHHH51Iq3cU-Die0UK4O8jF~mvuQxDaEna7rCoiQMV0j0f4nmSKUmeS3PM-Cnk0SlS7xDCADYvZ3kcnxTGjxgiV4H7bfB8Vd0MoYZZoLQUmPtU34YOjrybOZdVjwDowRkRDPpxCqIYAbVdVtPtWAVLw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Form_Focused_Instruction_in_the_Heritage_Language_Classroom_Toward_Research_Informed_Heritage_Language_Pedagogy","translated_slug":"","page_count":10,"language":"en","content_type":"Work","owner":{"id":78480,"first_name":"Maria","middle_initials":null,"last_name":"Polinsky","page_name":"MariaPolinsky","domain_name":"harvard","created_at":"2009-11-05T19:46:04.675-08:00","display_name":"Maria Polinsky","url":"https://harvard.academia.edu/MariaPolinsky"},"attachments":[{"id":105784899,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105784899/thumbnails/1.jpg","file_name":"pdf.pdf","download_url":"https://www.academia.edu/attachments/105784899/download_file?st=MTczMzM0ODA1OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Form_Focused_Instruction_in_the_Heritage.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105784899/pdf-libre.pdf?1695005945=\u0026response-content-disposition=attachment%3B+filename%3DForm_Focused_Instruction_in_the_Heritage.pdf\u0026Expires=1733266551\u0026Signature=GjVWnD4oB8~qEIucLyO1cV0X7rmavsmc5nwPTlA9-UBudKtGX7y2GlaKbGpX22jprCwvOLBkT87JcySR2br5ffkhx67jWTAWPnrXuzVWkpmOIT3GEXQ~O0WxTcBQL~K3BTG8ma07LswpE~HV2ZUjMiwDboXQT9VuID~ic5cBbFU3pkxbY3PEnAFaKKZIh2hjHHH51Iq3cU-Die0UK4O8jF~mvuQxDaEna7rCoiQMV0j0f4nmSKUmeS3PM-Cnk0SlS7xDCADYvZ3kcnxTGjxgiV4H7bfB8Vd0MoYZZoLQUmPtU34YOjrybOZdVjwDowRkRDPpxCqIYAbVdVtPtWAVLw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":33372,"name":"Heritage language studies","url":"https://www.academia.edu/Documents/in/Heritage_language_studies"},{"id":437852,"name":"FRONTIERS","url":"https://www.academia.edu/Documents/in/FRONTIERS"},{"id":1183111,"name":"Heritage Language","url":"https://www.academia.edu/Documents/in/Heritage_Language"}],"urls":[{"id":33962879,"url":"https://www.frontiersin.org/article/10.3389/feduc.2020.00053/full"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106769926"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/106769926/A_roadmap_for_heritage_language_research"><img alt="Research paper thumbnail of A roadmap for heritage language research" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/106769926/A_roadmap_for_heritage_language_research">A roadmap for heritage language research</a></div><div class="wp-workCard_item"><span>Bilingualism: Language and Cognition</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Our keynote, “Understanding heritage languages” (Polinsky & Scontras, 2019), and the commentaries...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Our keynote, “Understanding heritage languages” (Polinsky & Scontras, 2019), and the commentaries to it make the following main points.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106769926"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106769926"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106769926; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106769925"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/106769925/Antipassive"><img alt="Research paper thumbnail of Antipassive" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/106769925/Antipassive">Antipassive</a></div><div class="wp-workCard_item"><span>Oxford Handbooks Online</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter presents typical properties of the antipassive, addresses its cross-linguistic distr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter presents typical properties of the antipassive, addresses its cross-linguistic distribution, and discusses main existing analyses. “Antipassives” are constructions in which the logical object of a transitive (two-place) predicate is not realized as a direct object, but instead appears as a non-core argument or left unexpressed (but presupposed). The morphological realization of the antipassive is more varied than is usually assumed; in particular, pseudo noun incorporation, true noun incorporation, and bi-absolutive constructions can instantiate the antipassive. The antipassive and the passive are not mutually exclusive; a number of examples in this chapter provide empirical evidence in support of antipassive/passive compatibility. The antipassive is not limited to ergative languages, although it may be more noticeable under ergative configuration.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106769925"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106769925"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106769925; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106769925]").text(description); $(".js-view-count[data-work-id=106769925]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106769925; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106769925']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 106769925, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=106769925]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106769925,"title":"Antipassive","translated_title":"","metadata":{"abstract":"This chapter presents typical properties of the antipassive, addresses its cross-linguistic distribution, and discusses main existing analyses. “Antipassives” are constructions in which the logical object of a transitive (two-place) predicate is not realized as a direct object, but instead appears as a non-core argument or left unexpressed (but presupposed). The morphological realization of the antipassive is more varied than is usually assumed; in particular, pseudo noun incorporation, true noun incorporation, and bi-absolutive constructions can instantiate the antipassive. The antipassive and the passive are not mutually exclusive; a number of examples in this chapter provide empirical evidence in support of antipassive/passive compatibility. 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Potential evidence for this analysis is rendered by agreement facts (the resultative form of ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Potential evidence for this analysis is rendered by agreement facts (the resultative form of the ... focus particle-kin, and (21), where it co-occurs with the contrastive topic particle-gon ... reflexive relation defined over a clause or do they cross clause boundaries (long-distance reflexives ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106769924"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106769924"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106769924; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106769924]").text(description); $(".js-view-count[data-work-id=106769924]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106769924; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106769924']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 106769924, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=106769924]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106769924,"title":"Constraints on Reflexivization in Tsez","translated_title":"","metadata":{"abstract":"... 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Poster presented at the 6th International Workshop on Language Production, Edinburgh, UK, 2-4 September, 2010.</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://utoronto.academia.edu/GozdeMercan">Gozde Mercan</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://harvard.academia.edu/MariaPolinsky">Maria Polinsky</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19885527"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19885527"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19885527; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19885527]").text(description); $(".js-view-count[data-work-id=19885527]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19885527; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19885527']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19885527, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=19885527]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19885527,"title":"Bahadır, G. \u0026 Polinsky M. 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Botinis (Ed.), Proceedings of the 4th ISCA Tutorial and Research Workshop ExLing (pp. 15-19). 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Though the languages of the Caucasus have often been mischaracterized or exoticized, many of them have cross-linguistically rare features found in few or no other languages.<br /><br />This handbook presents facts and descriptions of the languages written by experts. The first half of the book is an introduction to the languages, with the linguistic profiles enriched by demographic research about their speakers. It features overviews of the main language families as well as detailed grammatical descriptions of several individual languages. The second half of the book delves more deeply into theoretical analyses of features, such as agreement, ellipsis, and discourse properties, which are found in some languages of the Caucasus. Promising areas for future research are highlighted throughout the handbook, which will be of interest to linguists of all subfields.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44858468"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44858468"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44858468; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44858468]").text(description); $(".js-view-count[data-work-id=44858468]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44858468; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44858468']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44858468, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=44858468]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44858468,"title":"Oxford Handbook of Languages of the Caucasus","translated_title":"","metadata":{"abstract":"The Oxford Handbook of Languages of the Caucasus is an introduction to and overview of the linguistically diverse languages of southern Russia, Georgia, Azerbaijan, and Armenia. 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Promising areas for future research are highlighted throughout the handbook, which will be of interest to linguists of all subfields.\n","internal_url":"https://www.academia.edu/44858468/Oxford_Handbook_of_Languages_of_the_Caucasus","translated_internal_url":"","created_at":"2021-01-07T17:28:46.582-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":78480,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"Oxford_Handbook_of_Languages_of_the_Caucasus","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":78480,"first_name":"Maria","middle_initials":null,"last_name":"Polinsky","page_name":"MariaPolinsky","domain_name":"harvard","created_at":"2009-11-05T19:46:04.675-08:00","display_name":"Maria Polinsky","url":"https://harvard.academia.edu/MariaPolinsky"},"attachments":[],"research_interests":[],"urls":[{"id":9186038,"url":"https://global.oup.com/academic/product/the-oxford-handbook-of-languages-of-the-caucasus-9780190690694?cc=us\u0026lang=en\u0026"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34967310"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/34967310/Deconstructing_ergativity_Oxford_Oxford_University_Press_2016"><img alt="Research paper thumbnail of Deconstructing ergativity. Oxford: Oxford University Press. 2016" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/34967310/Deconstructing_ergativity_Oxford_Oxford_University_Press_2016">Deconstructing ergativity. Oxford: Oxford University Press. 2016</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Nominative-accusative and ergative are two common alignment types found across languages. In the ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Nominative-accusative and ergative are two common alignment types found across languages. In the former type, the subject of an intransitive verb and the subject of a transitive verb are expressed the same way, and differently from the object of a transitive. In ergative languages, the subject of an intransitive and the object of a transitive appear in the same form, the absolutive, and the transitive subject has a special, ergative, form. Ergative languages often follow very different patterns, thus evading a uniform description and analysis. A simple explanation for that has to do with the idea that ergative languages, much as their nominative-accusative counterparts, do not form a uniform class. In this book, Maria Polinsky argues that ergative languages instantiate two main types, the one where the ergative subject is a prepositional phrase (PP-ergatives) and the one with a noun-phrase ergative. Each type is internally consistent and is characterized by a set of well-defined properties.<br />The book begins with an analysis of syntactic ergativity, which as Polinsky argues, is a manifestation of the PP-ergative type. Polinsky discusses diagnostic properties that define PPs in general and then goes to show that a subset of ergative expressions fit the profile of PPs. Several alternative analyses have been proposed to account for syntactic ergativity; the book presents and outlines these analyses and offers further considerations in support of the PP-ergativity approach. The book then discusses the second type, DP-ergative languages, and traces the diachronic connection between the two types.<br /><br />The book includes two chapters illustrating paradigm PP-ergative and DP-ergative languages: Tongan and Tsez. The data used in these descriptions come from Polinsky's original fieldwork hence presenting new empirical facts from both languages.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34967310"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34967310"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34967310; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34967310]").text(description); $(".js-view-count[data-work-id=34967310]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34967310; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34967310']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 34967310, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=34967310]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34967310,"title":"Deconstructing ergativity. Oxford: Oxford University Press. 2016","translated_title":"","metadata":{"abstract":"Nominative-accusative and ergative are two common alignment types found across languages. In the former type, the subject of an intransitive verb and the subject of a transitive verb are expressed the same way, and differently from the object of a transitive. In ergative languages, the subject of an intransitive and the object of a transitive appear in the same form, the absolutive, and the transitive subject has a special, ergative, form. Ergative languages often follow very different patterns, thus evading a uniform description and analysis. A simple explanation for that has to do with the idea that ergative languages, much as their nominative-accusative counterparts, do not form a uniform class. In this book, Maria Polinsky argues that ergative languages instantiate two main types, the one where the ergative subject is a prepositional phrase (PP-ergatives) and the one with a noun-phrase ergative. 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The data used in these descriptions come from Polinsky's original fieldwork hence presenting new empirical facts from both languages."},"translated_abstract":"Nominative-accusative and ergative are two common alignment types found across languages. In the former type, the subject of an intransitive verb and the subject of a transitive verb are expressed the same way, and differently from the object of a transitive. In ergative languages, the subject of an intransitive and the object of a transitive appear in the same form, the absolutive, and the transitive subject has a special, ergative, form. Ergative languages often follow very different patterns, thus evading a uniform description and analysis. A simple explanation for that has to do with the idea that ergative languages, much as their nominative-accusative counterparts, do not form a uniform class. In this book, Maria Polinsky argues that ergative languages instantiate two main types, the one where the ergative subject is a prepositional phrase (PP-ergatives) and the one with a noun-phrase ergative. Each type is internally consistent and is characterized by a set of well-defined properties.\nThe book begins with an analysis of syntactic ergativity, which as Polinsky argues, is a manifestation of the PP-ergative type. Polinsky discusses diagnostic properties that define PPs in general and then goes to show that a subset of ergative expressions fit the profile of PPs. Several alternative analyses have been proposed to account for syntactic ergativity; the book presents and outlines these analyses and offers further considerations in support of the PP-ergativity approach. The book then discusses the second type, DP-ergative languages, and traces the diachronic connection between the two types.\n\nThe book includes two chapters illustrating paradigm PP-ergative and DP-ergative languages: Tongan and Tsez. The data used in these descriptions come from Polinsky's original fieldwork hence presenting new empirical facts from both languages.","internal_url":"https://www.academia.edu/34967310/Deconstructing_ergativity_Oxford_Oxford_University_Press_2016","translated_internal_url":"","created_at":"2017-10-26T07:37:30.004-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":78480,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"Deconstructing_ergativity_Oxford_Oxford_University_Press_2016","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":78480,"first_name":"Maria","middle_initials":null,"last_name":"Polinsky","page_name":"MariaPolinsky","domain_name":"harvard","created_at":"2009-11-05T19:46:04.675-08:00","display_name":"Maria Polinsky","url":"https://harvard.academia.edu/MariaPolinsky"},"attachments":[],"research_interests":[{"id":6671,"name":"Syntax","url":"https://www.academia.edu/Documents/in/Syntax"},{"id":15649,"name":"Syntactic Theory","url":"https://www.academia.edu/Documents/in/Syntactic_Theory"},{"id":20401,"name":"Tongan Language","url":"https://www.academia.edu/Documents/in/Tongan_Language"},{"id":42888,"name":"Ergativity","url":"https://www.academia.edu/Documents/in/Ergativity"},{"id":964440,"name":"Tsez","url":"https://www.academia.edu/Documents/in/Tsez"},{"id":1658542,"name":"Tsezic languages","url":"https://www.academia.edu/Documents/in/Tsezic_languages"}],"urls":[{"id":8334102,"url":"https://books.google.hu/books/about/Deconstructing_Ergativity.html?id=rtEdDAAAQBAJ\u0026redir_esc=y"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="7608024" id="conferencepresentations"><div class="js-work-strip profile--work_container" data-work-id="34967430"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34967430/Focus_without_movement_Syntax_prosody_interface_in_Georgian"><img alt="Research paper thumbnail of Focus without movement: Syntax-prosody interface in Georgian" class="work-thumbnail" src="https://attachments.academia-assets.com/54830148/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34967430/Focus_without_movement_Syntax_prosody_interface_in_Georgian">Focus without movement: Syntax-prosody interface in Georgian</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://harvard.academia.edu/MariaPolinsky">Maria Polinsky</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ehu.academia.edu/LenaBorise">Lena Borise</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="af28b5ddd27ae78bfcd879e4d7859194" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54830148,"asset_id":34967430,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54830148/download_file?st=MTczMzM0ODA1OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34967430"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34967430"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34967430; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="13391177" id="грамматикаошибок"><div class="js-work-strip profile--work_container" data-work-id="65277618"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/65277618/Linguistic_creativity_in_heritage_speakers"><img alt="Research paper thumbnail of Linguistic creativity in heritage speakers" class="work-thumbnail" src="https://attachments.academia-assets.com/76948456/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/65277618/Linguistic_creativity_in_heritage_speakers">Linguistic creativity in heritage speakers</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://hse-ru.academia.edu/EkaterinaRakhilina">Ekaterina Rakhilina</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://harvard.academia.edu/MariaPolinsky">Maria Polinsky</a></span></div><div class="wp-workCard_item"><span>Glossa: A journal of general linguistics, 2016, 1(1), 1-29.</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper presents and analyzes lexical and syntactic evidence from heritage Russian as spoken b...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper presents and analyzes lexical and syntactic evidence from heritage Russian as spoken by bilinguals dominant in American English. The data come from the Russian Learner Corpus, a new resource of spoken and written materials produced by heritage re-learners and L2 learners of Russian. The paper focuses on lexical deviations from baseline Russian at a single-and multi-word level, which we divide further into transfer-based structures and novel creations, showing that the latter are used by heritage speakers, but generally not freely available to L2 learners. In constructing innovative expressions, heritage speakers follow general principles of compositionality. As a result, such innovative expressions are more semantically transparent than their correlates in the baseline or dominant language. We contend that semantically transparent, compositional patterns are based on structures that are universally available across languages. However, L2 speakers resort to these universal strategies for creating novel phrases much less often than heritage speakers. In their linguistic creativity, heritage speakers' utterances parallel those of L1 child learners rather than L2 speakers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1e442df78db23ee46ff011d24b139870" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":76948456,"asset_id":65277618,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/76948456/download_file?st=MTczMzM0ODA1OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="65277618"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="65277618"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65277618; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=65277618]").text(description); $(".js-view-count[data-work-id=65277618]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 65277618; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='65277618']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 65277618, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1e442df78db23ee46ff011d24b139870" } } $('.js-work-strip[data-work-id=65277618]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":65277618,"title":"Linguistic creativity in heritage speakers","translated_title":"","metadata":{"abstract":"This paper presents and analyzes lexical and syntactic evidence from heritage Russian as spoken by bilinguals dominant in American English. 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